Journal articles on the topic 'Centre for Academic Development'
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Lunsing, Wim. "Between Margin and Centre: Researching "Non-standard" Japanese." Copenhagen Journal of Asian Studies 15 (March 10, 2001): 81–113. http://dx.doi.org/10.22439/cjas.v15i1.2128.
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Marginality depends on the relationship with something that is constructed as central or mainstream. In cross-cultural fieldwork, the position of the reseracher in relation to his informants may be marginal. Informants may be perceived as marginal in their society. Within academia, particular topics of research may be marginalized and funding organizations may not fund such topics. In the case of my research topics of sexuality, gender and sexual activity in Japan, Japanese government funding organizations appear to be relatively receptive, providing the themes are parsed in a valid academic manner. The bigger problem was establishing academic contacts, as there are few Japanese researchers working on sexuality. As a researcher, my position was not particularly different from other people in the networks and groups concerned. The question of marginality of the informants in relation Japanese society depends greatly on one's vantage point. Generally, informants did not think in terms like marginality and in many ways they were full members of their society. Sexuality, however, is trivialized as a topic, as a result of which coming out as gay or lesbian or discussing one's activities as a a sex worker may lead to some extent of marginalization. However, this is the case with all sexuality that transgresses clearly defined boundaries. Within the academic establishment may lie the biggest problem in relation to marginality. Sexuality is often not regarded as a proper topic for investigation, which may lead to an overtheorization of issues on which few data are available. Many academics have had little sex education and their home cultures often place strong moral judgements on matters pertaining to sex, thus preventing a proper academic discussion.
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Newson, Janice, and Claire Polster. "Reclaiming Our Centre." Science & Technology Studies 14, no. 1 (January 1, 2001): 55–75. http://dx.doi.org/10.23987/sts.55141.
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In recent years, the autonomy of academics in many countries has been progressively undermined by a number of local, national and international developments. The purpose of this paper is to reveal how academic autonomy is being infringed. It aims also to critique the ways in which academics have been responding – both individually and collectively – to these infringements. Specifically, we argue that the ways in which academics have been defending against the erosion of their autonomy actually serves to further advance this process. We attribute this paradox to academics’ impoverished conception of professional autonomy and reassert a more robust conception and practice of academic autonomy as a means of remedying the situation.
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Tamošaitienė, Jolanta, Lina Bartkienė, and Tatjana Vilutienė. "THE NEW DEVELOPMENT TREND OF OPERATIONAL RESEARCH IN CIVIL ENGINEERING AND SUSTAINABLE DEVELOPMENT AS A RESULT OF COLLABORATION BETWEEN GERMAN‐LITHUANIAN‐POLISH SCIENTIFIC TRIANGLE." Journal of Business Economics and Management 11, no. 2 (June 30, 2010): 316–40. http://dx.doi.org/10.3846/jbem.2010.16.
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In this article the scientific cooperation between the three academic centres from Germany, Lithuania and Poland, represented by Prof. F. Peldschus (Leipzig University of Applied Sciences), Prof. E. K. Zavadskas (Vilnius Gediminas Technical University), and Prof. O. Kapliński (Poznan University of Technology), is presented. Formal meetings have been called Colloquia, and were organized every two years in different academic centres. The research achievements and activities during the period of 2007–2009 are presented. The main research fields of OR in Civil Engineering and Sustainable Development of three academic centres are surveyed. As a result of productive collaboration in the period between the 11th and 12th Colloquiums, several postdoctoral theses and doctoral dissertations were defended, research papers and books were published and conferences were organized with published proceedings, etc. On the basis of these achievements EURO Working Group OR in Sustainable Development and Civil Engineering (EWG‐ORSDCE) was established. Santrauka Straipsnyje apžvelgiami mokslinio bendradarbiavimo rezultatai tarp Vokietijos, Lietuvos ir Lenkijos akademiniu centru. Šiu centru susitikimai buvo vadinami kolokviumais, kurie buvo organizuojami kas antrus metus skirtingame akademiniame centre. Šiame straipsnyje apžvelgiami moksliniai pasiekimai ir nuveikti darbai 2007–2009 m., pateikiami Vokietijos, Lietuvos ir Lenkijos akademiniu centru atlikti darbai operaciniu tyrimu, statybos inžinerijos ir subalansuotos pletros temomis. Produktyvaus bendradarbiavimo rezultatai nuo 11‐ojo iki 12‐ojo kolokviumo yra: apgintos habilitaciniu darbu tezes bei daktaro disertacijos, paskelbti moksliniai straipsniai ir išleistos knygos, suorganizuotos mokslines kon‐ferencijos ir išspausdinti konferenciju straipsniu rinkiniai. Remiantis šiais pasiekimais buvo isteigta darbo grupe " OR in Sustainable Development and Civil Engineering” (EWG‐ORSDCE).
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Pięta, Wiesław. "Physical culture at Jan Dlugosz University in Czestochowa from 1971 to 2021 (Issue outline)." Sport i Turystyka. Środkowoeuropejskie Czasopismo Naukowe 5, no. 3 (2022): 31–61. http://dx.doi.org/10.16926/sit.2022.03.02.
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For almost fifty years students and academics scholars are contributing to the growth and development of physical culture in the University. An important role in this process is played by academic teachers of the Physical Education & Sport Centre. In the researched period, the number of teaching hours of physical education was systematically reduced from 240 hours to 30 hours (ministerial central decisions). Sports classes at the University are supplemented by sports sections in selected disciplines. Students training in such sports sections have won already 434 medals in Polish Academic Championships and lecturers from the Physical Education & Sport Centre significantly contributed to those results. The Centre’s personnel consist of specialists in team games and individual sports. Their results in World, European and Polish Academic Championships have contributed to the promotion of Jan Długosz University in Europe and the world. The best section of KU AZS (Academic Club of University Sports Association) is women’s table tennis (9 medals in Polish Team Championships, 8 Polish Cups, 46 matches played in the European Cup). The sport activists of KU AZS together with the Physical Education & Sport Centre in Częstochowa organized 28 Academic Championships of Poland. In the 20th century tourism and camping were withdrawn as compulsory classes. Since 2008 students of UJD have had excellent conditions for practicing sports and recreation (Academic Sports Center).
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Chandrakar, Chandu Lal. "Measurement of Internationalisation: Development of India Study Centre Questionnaire." JOURNAL OF SOCIAL SCIENCE RESEARCH 14 (May 30, 2019): 3207–33. http://dx.doi.org/10.24297/jssr.v14i0.8263.
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The India Study Centre Questionnaire (ISCQ) has been developed to measure the level of internationalisation of higher education (IHE) with reference to India at the India Study centres in China. The concept of IHE has been constructed on the basis of the significantly correlated themes that emerged from the academic research literatures (N=36). The correlation among the emergent themes (N=52) comprising the components of the IHE was tested on the basis of a text analysis. The themes were itemised in accordance with the Ontological or Existentialist, Phenomenological or Instrumentalist, Propositional or Imagistic approaches of conceptualisation with an intent to satisfy the Evaluative or Normative need of the theoretical framework of this study. The designed instrument (ISCQ) devised on the emergent themes was administered on the students (N=28) of India study centre of Peking University, Beijing to test the reliability and validity of the instrument. In order to test and retest the robust validity of the instrument (ISCQ) two more rounds of piloting the questionnaire would be required. Five extensive interviews were conducted with the faculties to validate the structure and content of the ISCQ. However, owing to politico-academic sensitivity, approaching the respondents would need formal consent from the authorities of the institutions in context. Interviews were conducted with five teachers of country specific study centres from prominent institutions.
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Mężyk, Anna, and Stanisława Zamkowska. "Contribution of Radom Academic Centre in the Development of Transport Economics." Zeszyty Naukowe Uniwersytetu Szczecińskiego Problemy Transportu i Logistyki 34 (2016): 27–35. http://dx.doi.org/10.18276/ptl.2016.34-03.
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Rose, David, Leah Lui Chivizhe, Anthony Mcknight, and Arthur Smith. "Scaffolding Academic Reading and Writing at the Koori Centre." Australian Journal of Indigenous Education 32 (2003): 41–50. http://dx.doi.org/10.1017/s1326011100003811.
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AbstractThis paper describes a “scaffolding” methodology for teaching academic literacy that has achieved outstanding success with Indigenous adults returning to formal study at the Koori Centre, University of Sydney. The paper begins by outlining the background to the Koori Centre program and the literacy needs of Indigenous students. We then describe the methodology, including the approach to teaching academic reading, making notes from reading, and writing new texts using these notes. These are key skills required for academic study, which Koori Centre students need to learn. The paper concludes by describing some of the results for students’ literacy development and changing approaches to teaching in the Koori Centre.
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Law, Derek. "Centred on Learning: Academic Case Studies on Learning Centre Development20041Edited by Edward Oyston. Centred on Learning: Academic Case Studies on Learning Centre Development. Aldershot, 2003. , ISBN: 0 7546 0805 0 £45 Ashgate." Library Review 53, no. 6 (August 2004): 332–33. http://dx.doi.org/10.1108/00242530410544420.
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Schopfel, Joachim, Julien Roche, and Gilles Hubert. "Co-working and innovation: new concepts for academic libraries and learning centres." New Library World 116, no. 1/2 (January 12, 2015): 67–78. http://dx.doi.org/10.1108/nlw-06-2014-0072.
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Purpose – The purpose of this paper is to contribute to the debate on the development of academic libraries, by the introduction of the concepts of co-working and innovation to the learning centres. Design/methodology/approach – The paper builds on published case studies and French initiatives. Findings – The proposal of this paper is that the academic library can meet its social responsibility on the campus and in society by drawing on the model of the co-working spaces and communities, by the support of innovation and the transfer of knowledge to the world of work. Moreover, the proposal is to include these new functions into the concept of learning centre, i.e. to develop the work-related aspects of the learning centre. Research limitations/implications – Future research on academic libraries should focus on social responsibility and their contribution not only to students’ academic success but also to students’ employability and to the transfer of technology. Practical implications – The paper contributes to the development and marketing of new academic library services and to its strategic positioning on the campus. Originality/value – Co-working and innovation are relatively new but promising concepts for academic libraries. Except for some recent case studies, conceptual papers are still missing that combine empirical experience with a theoretical approach.
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Lambiri, Dionysia, Alessandra Faggian, and Neil Wrigley. "Linked-trip effects of ‘town-centre-first' era foodstore development: An assessment using difference-in-differences." Environment and Planning B: Urban Analytics and City Science 44, no. 1 (July 27, 2016): 160–79. http://dx.doi.org/10.1177/0265813515624684.
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High levels of out-of-centre foodstore developments in the 1980s and early 1990s significantly altered the commercial landscape of the UK, and were widely seen as threatening the vitality and viability of small and medium-sized centres. The progressive tightening of retail planning regulation in the decade that followed, and retailer adaptation to that tightening, resulted in the development of more flexible foodstore formats suited to in-centre or edge-of-centre sites, which worked ‘with the grain’ of the ‘town centre first’ approach to retail planning policy. Since then academic research has started to suggest a more positive role for such developments than hitherto, and to indicate that they can play an important role in anchoring small centres. The key mechanism underlining this potential positive role is that of linked trips, whereby the spatial externality generated by a foodstore development is transmitted to the existing retail structure of the centre in which development has occurred. Even though UK planning policy has consistently viewed the role of linked shopping trips as critical to town centre vitality, available evidence on this key issue remains remarkably scarce and dated in terms of the planning regulation context from which it was generated. This paper aims to fill that gap. We make use of a large and unique database on consumer shopping behaviour collected over the period August 2007–November 2009 in selected UK centres, and employ the difference-in-differences method to obtain insight into the hypothesised uplift in linked trip propensity which can be attributed to a foodstore development. Our results indicate that the development of new-generation foodstores in in-centre and edge-of-centre locations does indeed increase the propensity of shoppers to link their trips between foodstores and town centre shops/services. Controlling for shoppers’ individual characteristics, that increase is shown to be over seven percentage points. The exact numerical value is likely to be sample specific, and its typical range will only be established by replication. However, the importance of the finding is that using sophisticated but appropriate statistical methodology and a large sample of data from a transparently designed and rigorously conducted study, the development of ‘new-generation’ town-centre first foodstores is clearly associated with increased linked trip propensities. To our knowledge, this is the first time unambiguous evidence of the existence of this hypothesised ‘town centre first era’ linked-trip effect has been demonstrated.
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Bacon, Wendy. "FRONTLINE: An innovative direction in academic journalism." Pacific Journalism Review 18, no. 2 (October 31, 2012): 153. http://dx.doi.org/10.24135/pjr.v18i2.270.
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The Pacific Media Centre—Te Amokura—which publishes Pacific Journalism Review has always been concerned to link ‘robust and informed journalism’ with media research that contributes to social development both in the broader community, the media industries and inside the academy. The new section Frontline aims to further this by addressing more directly the interface between professional or practice-based journalism and scholarly journalism research practices. This commentary reflects new directions in academic journalism. It is worth charting some of the developments that have brought us to this point.
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Page, Christina J. "Out of the Writing Centre and into the Classroom: Academic Literacies in Action." Canadian Journal for Studies in Discourse and Writing/Rédactologie 30 (August 24, 2020): 172–90. http://dx.doi.org/10.31468/cjsdwr.799.
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Writing and learning centre professionals have expertise in supporting the development of academic literacies but are typically positioned outside of departmental contexts, limiting their interaction with instructors in the disciplines. Small scale initiatives towards meaningful collaboration with faculty can create the dialogic space to move the work of academic literacies development into the classroom. This paper describes three collaborative projects in business, science, and arts disciplines to move instruction in academic literacies from a supplemental, outside of class model to an embedded, in-class delivery. Working towards collaborative projects enhances opportunities for writing centre professionals to impact their institutions while remaining flexible in delivering support in a variety of modes. These collaborative projects enhance the professional development of both teaching faculty and writing centre professionals, allowing both parties to gain insight on the often-implicit processes of thinking, using information, and writing that distinguish disciplines from one another.
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Watson, J. A. "Campus-linked incubator centre developments." Industry and Higher Education 1, no. 1 (September 1987): 20–26. http://dx.doi.org/10.1177/095042228700100107.
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The paper looks at the role and success of the incubator centre in the USA and Europe. It is an effective way of using a university's academic expertise and resources to foster the growth of new, high tech industries locating nearby. New industries with such support have a lower failure rate than others; it is to be hoped that the concept will spread.
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Szlichcinski, Karol. "What Management Consultants Want from Academics." Management Consulting Journal 5, no. 1 (January 1, 2022): 38–42. http://dx.doi.org/10.2478/mcj-2022-0004.
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Abstract The Centre for Management Consulting Excellence (CMCE) carried out some exploratory research into how consultants access and use outputs of academic research in their work. We investigated: • The extent to which consultants used outputs of academic research in their work; • The sources used by consultants to access the outputs of academic research; • The benefits and disadvantages for consultants of the outputs of academic research; • Consultants’ experiences in working with academics; • How consultants used academic outputs in ther continuing professional development (CPD) activities. The research found that academic work contributes to the knowledge base that consultants draw on in three main ways: It is a source of ideas underlying major types of consulting interventions and of widely used consulting tools; Outputs of academic work provide information that can be used on specific projects; Academic outputs can contribute to consultants’ CPD.
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Wahner-Roedler, Dietlind L., Peter L. Elkin, Ann Vincent, Laura L. Loehrer, Tiffani D. Schilling, and Brent A. Bauer. "Development of a Complementary and Alternative Medicine Programme at an Academic Medical Centre." Evidence-Based Integrative Medicine 2, no. 1 (2005): 9–12. http://dx.doi.org/10.2165/01197065-200502010-00003.
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Merkley, Cari. "The Launch of a Joint Library/Writing Centre Online Course on Academic Integrity." Evidence Based Library and Information Practice 8, no. 2 (June 12, 2013): 258. http://dx.doi.org/10.18438/b8b619.
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Objective – To outline the collaborative development of an online course addressing academic integrity by a university’s library system and writing centre.
Design – Case study.
Setting – A public research university in the Midwestern United States.
Subjects – 1650 students who completed the online module.
Methods – Oakland University (OU) Libraries and the Writing Centre began to collaborate on the development of a new online course on academic integrity in 2011. It was felt that an existing online library tutorial on plagiarism no longer met the needs of students and faculty. The development of the course was informed by the Association of College and Research Libraries’ Information Literacy Competency Standards for Higher Education (2000) as well as a research study investigating students’ use of sources in their scholarly writing across several institutions. Moodle, the institution’s learning management system (LMS), was used to develop the learning object.
Main Results – OU Libraries and the Writing Centre launched the six-part online course entitled “Using and Citing Sources” in January 2012. They developed modules around learning outcomes in five broad categories: defining academic integrity and plagiarism; the use of sources in academic writing; paraphrasing; quoting; and citation. The final module provided students with an opportunity to practise lessons learned in the first five modules. The use of the LMS to design and host the course limited the tutorial to registered students, but provided developers with access to additional course functionality without labour-intensive coding. It also allowed Writing Centre staff to access students’ performance data on the modules prior to their appointments. Improvements over the previous online tutorial included expanded content on academic ethics and referencing, more active learning elements, video content, and the opportunity for students to choose discipline-specific examples. In the first four months of its availability, 1650 students completed the course, with 3330 attempts overall.
Conclusion – The diverse perspectives and expertise that individuals from OU Libraries and the Writing Center brought to their collaboration greatly informed the development of the course. The time and effort saved by using the university’s existing LMS to develop interactive content and the focus on providing students with opportunities for active learning within the course contributed to the project’s success.
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Jackson, Maureen. "Centred on Learning; Academic Case Studies on Learning Centre Development20031Edited by Edward Oyston. Centred on Learning; Academic Case Studies on Learning Centre Development. Aldershot: Ashgate 2003. 200 pp., ISBN: 0 7546 0805 0 £45." Performance Measurement and Metrics 4, no. 3 (December 2003): 122. http://dx.doi.org/10.1108/14678040310507879.
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Guzik-Makaruk, Ewa M., and Emil W. Pływaczewski. "Polish Criminology from Historical and Current Perspective." Internal Security 11, no. 2 (February 17, 2020): 85–96. http://dx.doi.org/10.5604/01.3001.0013.8208.
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The article on Polish Criminology from Historical and Current Perspective is divided into four parts. There are: Introduction — historical Perspective, Białystok School of Criminology, National Forum of Young Criminologists, International Centre for Criminological Research and Expertise. In the final part of article the authors stressed, that activities of Białystok School of Criminology have much more broad-spectrum, than described. The International Centre of Criminological Research and Expertise conducts interdisciplinary basic research and development works serving both internal security and justice. The Centre aims at entering into cooperation with the State authorities, private sector entities and NGOs, within the country and abroad, along with preparation of expert opinions at their request. It will also conduct publishing and popularizing activities. The representatives of Białystok School of Criminology are also members of such scientific initiatives like: the Academic Forum — Legal and Medical Aspects of Human Health and the Academic Forum — Podlasie — Warmia and Mazury. As a result of these initiatives, in May 2015 there was the international conference Legal, Criminological and medical aspects of social exclusion attended by over 200 people. The scholars from Białystok School of Criminology are open to cooperation, especially of international character. The broad spectrum of research on issues of science criminology in many institutions, centres and academic institutions is an eloquent proof of the dynamic development of criminology in Poland.
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Forsyth, Kirsty, Lynn Summerfield Mann, and Gary Kielhofner. "Scholarship of Practice: Making Occupation-Focused, Theory-Driven, Evidence-Based Practice a Reality." British Journal of Occupational Therapy 68, no. 6 (June 2005): 260–68. http://dx.doi.org/10.1177/030802260506800604.
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National and local policies require the profession to provide evidence on which practice is based. This paper illustrates an approach to meeting the expectations of these policies. Specifically, it describes the development of the United Kingdom Centre for Outcomes Research and Education (UKCORE). UKCORE was developed within a ‘scholarship of practice’ framework, which supports the development of robust partnerships between academia and practice whereby academic knowledge influences practice and practice knowledge influences academia. Within the partnership, all academic participants (educators, researchers and students) and practice participants (clinicians, clients and administrators) are called ‘practice scholars’ and are focused on practice scholarship. UKCORE was founded in London in 2001 in order to support the delivery of existing evidence into occupational therapy practice while simultaneously supporting practice to engage in generating new evidence for occupational therapy practice. This article provides an overview of the academic and practice changes that have been put into place. The changes are designed to support the development of practice that is occupation focused, theory driven and evidence based.
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Baltaziuk, Iryna. "DEVELOPMENT OF CREATIVITY WITHIN THE CONDITIONS OF CONTEMPORARY ARTMARKET." Research and methodological works of the National Academy of Visual Arts and Architecture, no. 28 (December 15, 2019): 83–89. http://dx.doi.org/10.33838/naoma.28.2019.83-89.
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Article is dedicated to the research of creativity within the conditions of contemporary Ukraine art market. Author have discovered factors, that improve development of current art practice in academic and non academic artistic education. The article explores contemporary education centers, that forms connection between emergency artists and established artmarket, topical Ukraine art, contemporary art galleries and education institutions. As important element of contemporary art, academic education forms process of it’s development in quality, innovative and actual aspects. Such factors as creativity, “unconventional thinking”, intuition, esthetic competence, self development, emotional intellect, idea thinking and project vision improve development of current art practice in academic and non academic artistic education.Contemporary art requires from artist to develop deep vision on period, time and actuality of current events. This means that artist should be active in artistic and social sphere. New art stands for culture as phenomenon.Development of project approach in contemporary art effect appearance of new communication — network communication, when occurs partners and sponsors support. In this context started to develop national and international grant programs, residencies, educational centers, art institutions forming path for emergency artists to contemporary art field.The most popular educational centers in Kyiv, Ukraine: Modern art research institute, Art Arsenal, Pinchuk Art Centre, Kyiv academy of media arts, Art Ukraine Gallery, Port creative hub, Shcherbenko art center etc. The main feature that combine well known educational centers with several years of practice, and those that just opened is openness to the public. No matter of education, social status, or belonging to art school, everyone can gain experience from professionals.
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Andretta, Susie. "Centred on Learning: Academic Case Studies on Learning Centre Development20043Edited by Edward Oyston. Centred on Learning: Academic Case Studies on Learning Centre Development. Aldershot: Ashgate Publishing 2003. 253 pp., ISBN: 0‐7546‐0805‐0 £45." Program 38, no. 1 (March 2004): 76–77. http://dx.doi.org/10.1108/00330330410519233.
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Brine, Alan. "Funding of development projects by Learning and Teaching Support Network - Centre for Information and Computer Sciences2." Library and Information Research 25, no. 81 (August 12, 2009): 12–16. http://dx.doi.org/10.29173/lirg124.
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The Learning and Teaching Support Network was established at the beginning of the year 2000 by the higher education funding bodies. It is intended to provide an integrated network of subject centres to enhance learning and teaching activity in UK higher education. The subject centre responsible for Information and Computer Sciences is responsible for promoting quality information, resources and expertise in computing and library and information science. The LTSN - ICS is addressing its strategic aims by creating networks and establishing contacts within the discipline. The Centre has made available a development fund to support small academic projects in teaching and learning from both information and computer sciences. The successful projects are described here, as is the detailed refereeing process that was undertaken to determine the final destination for the development fund money.
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Anonymous, Anonymous. "The Regional Research And Development Centre of the Asean Institute of Technology, Bangkok." ASEAN Journal on Science and Technology for Development 3, no. 1 (November 17, 2017): 16–35. http://dx.doi.org/10.29037/ajstd.219.
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The Asian Institure of Technology (AJT) is an autonomouse, International postgraduate Institute. It provides advanced education in engenering, science and allied fields through academic programme loading to Master's and Doctoral degree and Diplomat, and through research programmes are related closely to the needs of Asia.
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Ganobcsik-Williams, Lisa, Niall Curry, and Catalina Neculai. "Academic Writing in Times of Crisis: Refashioning Writing Tutor Development for Online Environments." Journal of Academic Writing 12, no. 1 (December 23, 2022): 10–21. http://dx.doi.org/10.18552/joaw.v12i1.887.
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This paper builds on a discussion launched by the EATAW 2021 conference panel, ‘Writing Tutor Development: Challenges and Opportunities in the Current State of the Art’. As a critical discussion of the panel’s themes, the paper engages with academic writing in times of crises by zooming in on infrastructures of writing support, namely the complex system in which Academic Writing Tutoring takes place, contextualised within the Centre for Academic Writing (CAW) at Coventry University, UK. Beginning with a consideration of what constitutes a ‘writing tutor’ in contemporary contexts and at CAW, the paper outlines a range of academic writing support identities and roles, unravels the institutional drivers that shape them, and offers perspectives on reconciling apparently disparate roles. Next, the paper addresses the issue of agency in terms of the challenges of enculturating writing tutors into communities of practice, discourse communities, and research networks. This is done with a view to reflecting on the practices in CAW and beyond, thus demonstrating the need for varied development and support pathways to facilitate the move towards online delivery amid, and after, a time of global crisis, namely, the COVID-19 pandemic. The discussion centres on how challenges can be overcome through sustained professional development, focusing on the role of technology in not only refashioning academic writing support, but also the roles and practices of Academic Writing Tutors at CAW. Issues of digital pedagogies, technologies, and digital literacies permeate this discussion of the online pivot and crisis pedagogies, offering analysis, reflections, and questions to guide future directions in (online) Academic Writing Tutor development and Academic Writing (crisis) Pedagogies research.
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McAndry, Emma R. "UCLan Centre for Mediation: Embracing Change." Journal of Medical Law and Ethics 6, no. 1 (December 31, 2018): 5–17. http://dx.doi.org/10.7590/221354018x15446248389217.
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Mediation in the UK has developed dramatically over the years and the UCLan Centre for Mediation, since its inception in 2014, has sought to embrace this growth. This article explores the history and development of mediation, and in particular the more recent shift in the legal landscape from litigation towards this alternative. It then documents the range of activities which the Centre undertakes, including the provision of professional and academic trainings in mediation, and the delivery of mediation services to the local community.
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Choudhury, P., and L. Cooke. "P.101 Case-oriented needs assessment for professional development in an academic neurology centre." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 44, S2 (June 2017): S39. http://dx.doi.org/10.1017/cjn.2017.185.
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Background: Needs assessment is a cornerstone of designing programs for continuing professional development (CPD). However, typical needs assessment surveys often yield non-specific information insufficient to guide professional development programming decisions. Methods: A survey was distributed to Neurologists practicing in city of Calgary. A stimulated-recall method was used to generate specific case-oriented clinical questions and 5-point Likert scales were used to rate specific topics across the CanMEDS competency framework and CPD preferences. Results: A total of 48 surveys were distributed, with a response rate of 62.5%. Most respondents were subspecialists in Neurology (87%) in practice for less than 15 years (71%). Most used local neuroscience (97%) rounds as source for CPD. Respondents reported a need to address specific questions relating to the following topics: Acute stroke (54%), non-acute stroke (45%) and epilepsy (50%). For example, physicians identified that they wanted to learn more about when to reinitiate anticoagulation following ischemic stroke, or which choice of anti-epileptic for various seizure presentations. Specific medical content was rated highly disproportionately to other physician competencies such as communication or management skills. Conclusions: Our survey elicited detailed learning gaps from academic neurologists and identified a disconnect in interest in topics related to medical content compared to other important physician competencies.
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Frankel, Arthur E., Keith T. Flaherty, George J. Weiner, Robert Chen, Nilofer S. Azad, Michael J. Pishvaian, John A. Thompson, et al. "Academic Cancer Center Phase I Program Development." Oncologist 22, no. 4 (March 17, 2017): 369–74. http://dx.doi.org/10.1634/theoncologist.2016-0409.
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Fourie, Ina. "Centred on Learning: Academic Case Studies on Learning Centre Development20046Edited by Edward Oyston. Centred on Learning: Academic Case Studies on Learning Centre Development. Aldershot: Ashgate Publishing 2003. 253 pp., ISBN: 0‐7546‐0805‐0 £45.00 (hardback)." Electronic Library 22, no. 1 (February 2004): 83–84. http://dx.doi.org/10.1108/02640470410520195.
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Turner, Richard. "Centred on Learning: academic case studies on learning centre development20034Edited by Edward Oyston. Centred on Learning: academic case studies on learning centre development. Aldershot: Ashgate Publishing Limited 2003. 253 pp., ISBN: 0‐7546‐0805‐0 £45.00." New Library World 104, no. 11/12 (December 2003): 520–21. http://dx.doi.org/10.1108/03074800310508803.
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Mahoney, Joseph L., Hakan Stattin, and David Magnusson. "Youth recreation centre participation and criminal offending: A 20-year longitudinal study of Swedish boys." International Journal of Behavioral Development 25, no. 6 (November 2001): 509–20. http://dx.doi.org/10.1080/01650250042000456.
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This study assessed whether participation in Swedish youth recreation centres (Fritidsgardar) is related to long-term criminality assessed from late childhood to mid adulthood. A prospective, longitudinal investigation of a representative cohort of 498 boys from a medium-sized Swedish community was employed. A pattern-analysis identi” ed ” ve configurations of boys who showed different profiles of social and academic competence at the age of 10. The configurations were compared with respect to juvenile and adult criminality for boys who did, and who did not, make the decision to participate in a youth recreation centre at age 13. Results showed that participation in youth centres was nonrandom. Boys with a multiple problem profile of both social and academic problems in school at age 10 showed more frequent participation in recreation centres at age 13. The frequency of criminal offending increased for all configurations of boys who became involved in a recreation centre. Frequent participation in youth centres was linked to high rates of juvenile offending and persistent offending (i.e., registered for one or several offences both as a juvenile and as an adult). These ” ndings held after controlling for individual, family, and economic factors prior to involvement in the youth centre. The limitations of the ” ndings and their implications for social policy are discussed.
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Chia, Whay Kuang, and Han Chong Toh. "Is Cost-Effective Healthcare Compatible with Publicly Financed Academic Medical Centres?" Annals of the Academy of Medicine, Singapore 42, no. 1 (January 15, 2013): 42–48. http://dx.doi.org/10.47102/annals-acadmedsg.v42n1p42.
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Probably more than any country, Singapore has made significant investment into the biomedical enterprise as a proportion of its economy and size. This focus recently witnessed a shift towards a greater emphasis on translational and clinical development. Key to the realisation of this strategy will be Academic Medical Centres (AMCs), as a principal tool to developing and applying useful products for the market and further improving health outcomes. Here, we explore the principal value proposition of the AMC to Singapore society and its healthcare system. We question if the values inherent within academic medicine —that of inquiry, innovation, pedagogy and clinical exceptionalism—can be compatible with the seemingly paradoxical mandate of providing cost-effective or rationed healthcare. Key words: Academic Medical Centre, Cost-effective healthcare
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Sanchez, Hugo Santiago. "Research at the Centre for Applied Linguistics, University of Warwick, UK." Language Teaching 45, no. 3 (June 15, 2012): 399–400. http://dx.doi.org/10.1017/s0261444812000092.
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Established in 1983, the Centre for Applied Linguistics (CAL) at the University of Warwick is committed to a wide range of teaching, research and consultancy activities which focus on language use, language analysis, language learning and language teaching. It is also engaged in the development of multimedia, teaching and research materials and in a number of joint projects with national and international institutions. Its activities are supported by a variety of resources: staff and student expertise, facilities, equipment and materials including collections such as the British Academic Spoken English (BASE) and the British Academic Written English (BAWE) and the Warwick ELT Archive.
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Thomassen, Thore, Peter Beckus, and Ieva Serapinaite. "Towards Regional and Economic Development." Industry and Higher Education 15, no. 1 (February 2001): 42–47. http://dx.doi.org/10.5367/000000001101295470.
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Networking is an effective strategy for both economic and regional development, as the results of project management at the trans-regional level demonstrate. Cooperation between the Western Norway Training Partnership (WNTP) and Erfurt Technology Centre (TZE) shows that international teamwork is productive and that project administration is relatively low-cost. Both partners have carried out various projects within the European Commission's COMETT, Leonardo Da Vinci and Fifth Framework Research programmes. Seven years of cooperation between WNTP and TZE have resulted not only in increased awareness about both regions in political, academic and business circles, but also in the establishment of the Trade House, to increase exports, as well as the completion of a Bilateral Agreement of Regional Cooperation for further development of activities and contacts. Inter-regional and inter-sectoral links with local authorities, financial funds, research institutes, innovation centres and non-governmental organizations have been established to explore further possibilities for cooperation in training, research, business and culture. In this paper, the partners share experiences, analyse implications and discuss strategies that bring mutual benefits.
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Lyalko, V. I., M. О. Popov, O. V. Sedlerova, and A. V. Khyzhniak. "Scientific Centre for Aerospace Research of the Earth of the Institute of Geological Sciences of the National Academy of Sciences of UkraineE: A 30-year-Old Road." Kosmìčna nauka ì tehnologìâ 28, no. 3 (July 18, 2022): 29–42. http://dx.doi.org/10.15407/knit2022.03.029.
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The paper was prepared in connection with the 30th anniversary of the “State Institution Scientific Centre for Aerospace Research of the Earth IGS NAS of Ukraine”. The article briefly describes the history of the development of aerospace exploration of the Earth in Ukraine and the role of the Centre in remote sensing research provided by institutions of the National Academy of Sciences of Ukraine. The history of the Centre, its scientific academic schools, and main areas of research are presented, and the prospects for further development are outlined. We describe the current organizational structure of the Scientific Centre for Aerospace Research of the Earth and the achievements of the scientific team. The analysis of the contribution of its employees to the development of aerospace research in Ukraine and international activities of the Centre are presented. Further prospects and plans for the development of scientific research at the Centre, which cover the basic principles of the development of world society determined by the UN decisions on sustainable development, are considered.
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Kunieda, H., Y. Takashima, T. Okajima, and Y. Takeda. "10 years of Aichi Synchrotron Radiation Center Impact on industrial and academic research and developments." Journal of Physics: Conference Series 2380, no. 1 (December 1, 2022): 012001. http://dx.doi.org/10.1088/1742-6596/2380/1/012001.
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Abstract The synchrotron light source with the electron energy of 1.2 GeV is operated by Aichi Synchrotron Radiation Centre (AichiSR) in Aichi prefecture, Japan. The light has been offered to industrial and academic users since March 2013 in the top-up operation mode to maintain a constant current of 300 mA. This facility was established by Aichi prefecture, universities, and industries with support of government. Major purpose of the light source is to support research and development activities of industries and academia mostly in the area, which is the heart land of manufacturing of Japan. This paper describes evolution of the beamlines and recent research results and their impact to the society.
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Hirvonen, Pasi, Päivi Eriksson, and Tero Montonen. "Me, You and the Big Picture: Top Academic Managers’ Narratives of Entrepreneurship." South Asian Journal of Business and Management Cases 10, no. 1 (April 2021): 101–10. http://dx.doi.org/10.1177/22779779211006241.
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This case study examines how top academic managers make sense of entrepreneurship at the university. Based on semiotic analysis, the findings outline three management narratives. The entrepreneurial narrative emphasizes management by experience, the humanistic narrative focuses on management by networks and the development narrative highlights management by vision. Unpacking the dynamics of each narrative, our analysis sheds light on the conflicted role of academic managers at a crossroads between traditional academia and entrepreneurial management. Research Questions/Objective How top academic managers make sense of entrepreneurship at the university through narratives? Links to Theory The conceptual and theoretical framework of this case study is built based on academic entrepreneurship and narrative theory. Phenomenon Studied Academic entrepreneurship Case Context Academic top managers of a Finnish multidisciplinary university Findings The findings outline how top academic managers make sense of academic entrepreneurship through three management narratives. The entrepreneurial narrative centres around the idea of management by experience and emphasizes the manager’s own entrepreneurial experiences. The humanistic narrative centres around the idea of management by networks highlighting how the managers can guide and assist others who act as entrepreneurs. Finally, the development narrative centres around management by vision and focuses on the overall picture of the entrepreneurial university. Discussions The case study implies that academic entrepreneurship (AE) is understood and conceptualized by the managers in multifaceted and sometimes contradictory ways. Representing the frontline of academic management and changes in Finnish universities, the top academic managers are confronted with tensions between the ideals of traditional academia and the contemporary entrepreneurial developments in universities. This study contributes to the field of academic management by highlighting the much-needed experience-based perspective of top academic managers in relation to AE.
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Simmer, Clemens, Gerhard Adrian, Sarah Jones, Volkmar Wirth, Martin Göber, Cathy Hohenegger, Tijana Janjic´, et al. "HErZ: The German Hans-Ertel Centre for Weather Research." Bulletin of the American Meteorological Society 97, no. 6 (June 1, 2016): 1057–68. http://dx.doi.org/10.1175/bams-d-13-00227.1.
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Abstract In 2011, the German Federal Ministry of Transport, Building and Urban Development laid the foundation of the Hans-Ertel Centre for Weather Research [Hans-Ertel-Zentrum für Wetterforschung (HErZ)] in order to better connect fundamental meteorological research and teaching at German universities and atmospheric research centers with the needs of the German national weather service Deutscher Wetterdienst (DWD). The concept for HErZ was developed by DWD and its scientific advisory board with input from the entire German meteorological community. It foresees core research funding of about €2,000,000 yr−1 over a 12-yr period, during which time permanent research groups must be established and DWD subjects strengthened in the university curriculum. Five priority research areas were identified: atmospheric dynamics and predictability, data assimilation, model development, climate monitoring and diagnostics, and the optimal use of information from weather forecasting and climate monitoring for the benefit of society. Following an open call, five groups were selected for funding for the first 4-yr phase by an international review panel. A dual project leadership with one leader employed by the academic institute and the other by DWD ensures that research and teaching in HErZ is attuned to DWD needs and priorities, fosters a close collaboration with DWD, and facilitates the transfer of fundamental research into operations. In this article, we describe the rationale behind HErZ and the road to its establishment, present some scientific highlights from the initial five research groups, and discuss the merits and future development of this new concept to better link academic research with the needs and challenges of a national weather service.
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Allwork, Larissa. "'Sedimented histories' and 'embodied legacies': Creating an evaluative framework for understanding public engagement with the First World War." Research for All 4, no. 1 (February 1, 2020): 66–86. http://dx.doi.org/10.18546/rfa.04.1.06.
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This article reflects on the development of a new methodological framework for the evaluation of the impact of the Centre for Hidden Histories, one of the Arts and Humanities Research Council's First World War Engagement Centres. It shows how through evaluative processes such as academic and community partner Shared Experience Workshops, and community-focused Reflection Workshops, the historical, social, cultural and economic benefits of the centre can be highlighted. It also demonstrates how public engagement in these community history projects has resulted in the identification of new 'embodied legacies' (Facer and Enright, 2016) and heretofore marginalized 'sedimented histories' (Lloyd and Moore, 2015). These lessons in evaluation can be taken forward to inform future national commemorative moments, such as the centenary of the Second World War.
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Jolemore, Shawn, and Steven D. Soroka. "Physician leadership development: Evidence-informed design tempered with real-life experience." Healthcare Management Forum 30, no. 3 (April 10, 2017): 151–54. http://dx.doi.org/10.1177/0840470417696708.
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This article describes key considerations for creation of evidence-informed in-house physician leadership development. Ten elements extracted from a scan of the peer-reviewed and grey literature are presented, and key learnings at the Queen Elizabeth II Health Sciences Centre, a quaternary academic health sciences centre in Halifax, Nova Scotia, are highlighted. Each element is briefly described with practical considerations and challenges to implementation outlined in the context of the former Capital District Health Authority, where the authors collaborated to create in-house physician leadership development prior to the consolidation of health districts in that province. The purpose of this article is to share how the authors used evidence to plan physician leadership development and to explore the additional situational and contextual factors and considerations needed for implementation.
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Nesi, Hilary. "Using the Internet to teach English for academic purposes." ReCALL 10, no. 1 (May 1998): 109–17. http://dx.doi.org/10.1017/s0958344000004328.
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The paper describes how networked self-access EAP materials have been developed at Warwick University since 1992. The current package of materials (The CELTE Self-Access Centre) can be freely accessed from the World Wide Web, and aims to provide some basic training in Information Technology alongside more conventional language and study skills activities. Problems of development and distribution are discussed, including the resistance of those EAP practitioners who have little experience of the Internet in an educational context, and the unwillingness of users to interact with unknown task setters.
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Dickson, Caroline A. W., and Kate Sanders. "A cause for celebration." International Practice Development Journal 10, no. 2 (November 18, 2020): 1–2. http://dx.doi.org/10.19043/ipdj.102.001.
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In the current climate where there often appears to be little to celebrate, we have something we would like to celebrate with you. We have succeeded in becoming joint Academic Editors of the International Practice Development Journal and we couldn’t be more pleased! The qualities we bring to the role are based on backgrounds that are similar yet distinct. Kate has been a member of the Foundation of Nursing Studies team for 20 years, and has a previous clinical background in acute nursing and health visiting. Caroline is an academic at Queen Margaret University, Edinburgh, and an associate member of the Centre for Person-centred Practice Research, with a clinical background in community nursing, quality and practice development. Where we connect is as committed practice developers and participatory researchers, with extensive and continuously growing knowledge of the philosophical, theoretical and methodological underpinnings of person-centred practice. We see our differences and shared interests as strengths that we can bring to our editorial partnership. We can draw on our individual attributes to be efficient in terms of role allocation, while giving each other support and opportunities to continue to grow in areas we feel we need to develop as Academic Editors. We celebrate the journey the IPDJ has travelled to become a high-quality journal of choice for health and social care practitioners, social entrepreneurs, educators and academics with an interest in person-centred practice, participatory ways of working and researching and practice development, as well as related fields of inquiry, improving and transforming practices and cultures of care. We also celebrate the contributions of previous Academic Editors, Professor Jan Dewing and Dr Gemma Stacey, acknowledging the strong foundations they have created for us to build on. And as we take forward their work, we are also building on our own longstanding involvement with the journal. Kate was instrumental in its creation in 2011 and has helped steer it as Managing Editor and Associate Editor, while Caroline has been involved as a reviewer for a number of years and more recently as a member of the Editorial Management Board.
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Pálné Kovács, Ilona. "Centralization and the development potential of peripheral areas." Tér és Társadalom 35, no. 4 (December 6, 2021): 215–40. http://dx.doi.org/10.17649/tet.35.4.3372.
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Asymmetrical power relations between centre and periphery have been analysed for decades by scholars, who pointed out the cumulative advantages of centres and the social, political and economic disadvantages of the dependent peripheries. The common element of centre periphery theories with a multidisciplinary approach is that the centre tends to keep the periphery dependent by draining its resources. At the same time, the positive mission of the centre is to provide services and job opportunities for the periphery, to accelerate its modernization and catching up and to act as a mediator towards the dynamizing networks. Developmental disadvantages of peripheries have sparked academic interest by asking whether and how disadvantages in power and space can be compensated for. In order to answer this question, this paper analyses the role of the state, the central government in shaping the centre-periphery relationship. In systems that are based on centralized redistribution and subsidies, the fate of both the periphery and the centre depends on their ‘designated’ place, which is determined by a public planning process at best, and by personal, informal power assertion situations at worst. We have much less knowledge about whether the peripheries’ own local activity can change this pre-assigned position and the disadvantages caused by peripherality, and if so, what governance conditions and public policy interventions are necessary to achieve this. The issue is particularly topical in light of the fact that in Hungary the relationship between the central government and local governments has become particularly controversial over the past decade. Local governments are steadily losing their position and resources. It is clear that peripheral municipalities have the narrowest room for manoeuvre, as they are unable to mobilise their own resources and are far from development and power centres. While the government has announced an ambitious rural development strategy, resource-strapped municipalities are unable to act as real partners. The theoretical part of the study draws on analyses employed by the EU-funded RELOCAL project while the empirical study relies on the first findings of an ongoing research programme funded by the National Research, Development and Innovation Office. The theoretical chapters review the main findings of different disciplines that analyse the peripheral situation and centre periphery relations from the perspective of the power-institutional context. The empirical chapters present preliminary empirical research results of an ongoing research project. So far findings have only partially highlighted correlations between power position and development trajectories. This has drawn our attention to aspects that were previously ignored, and which will influence the direction of further research. In light of data on local government elections in the county understudy, it seems that voter behaviour is not necessarily determined by the ‘losing’ or ‘winning’ position of a settlement or region. There is no significant divergence from national trends: opposition-led municipalities are a few (besides the county capital), and in particular in small municipalities, multiple re-election of leaders is common. Contrary to our preliminary assumptions, the majority of respondents belonging to the local elite consider local visibility and personal qualities more important than connections with higher levels of government in spite of their perception that the majority of development funding comes from national and EU sources. These results of course require further interpretation. It seems that people's political sensitivity is less dependent on the territorial location and the &success! of the municipality. It is also possible that the role of information transfer, communication, political socialisation and local networks is more important than local, personal and existential circumstances.
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Nowak, Edward. "Development of management accounting in the light of scientific achievements of the Wroclaw school of accounting studies." Zeszyty Teoretyczne Rachunkowości 2019, no. 103 (159) (September 8, 2019): 119–34. http://dx.doi.org/10.5604/01.3001.0013.3078.
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The main purpose of the paper was to present the scientific input and achievements of the Wroclaw school of accounting studies at Wroclaw University of Economics in the area of management accounting development in Poland in the post-war period, early in the history of the University. Conclusions presented in this paper are formulated on the basis of literature studies conducted by the author, with a special focus on the wealth of information published by the leading representatives of the Wroclaw centre, particularly in the area of management accounting. The paper offers insight into the work of the most prominent figures of the Wroclaw school and their roles in the initiation and evolution of the management accounting science in Poland. Analyses suggest that many of the scientific observations reported by the centre, both in the form of articles and non-serial printed publications, were consistent with the leading academic modes of approach to management accounting, not only in Poland, but also in the international dimension. Important publications in management accounting can be found in the scientific output of many researchers and academics of the Wroclaw school of accounting studies, with the most prominent figures rightly considered as precursors and pioneers of management accounting in Poland. In addition, the study provides evidence to confirm strong associations linking the evolution of management accounting studies at the Wroclaw centre with the current socio-economic transformations and turbulent conditions of economic operation observed in the post-war period.
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Kemmet, Rebecca K., Gregory H. Blake, Robert E. Heidel, and G. Anthony Wilson. "Milestones as a Faculty Development Tool for Career Academic Physicians." Family Medicine 54, no. 3 (March 1, 2022): 207–12. http://dx.doi.org/10.22454/fammed.2022.700483.
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Background and Objectives: The Accreditation Council for Graduate Medical Education (ACGME) has implemented milestones for progression of residents. Career academic physicians would benefit from similar concrete guidance for scholarly activity and faculty development. After developing milestones across six recognized competencies among our family medicine academicians, we acknowledged the potential benefit of expanding the development of milestones throughout the academic medical center. Methods: Milestones that we previously developed were modified by departmental leaders within our institution reflecting levels of career development based on benchmarks in each field. These objective measures for guiding maturation of clinical and academic skill sets were then circulated to clinicians in five residency programs throughout our academic medical center for self-evaluation. We analyzed the completed surveys to determine if an association exists between years in academics and rank across each area of competency. Results: We received fifty-three responses from the 91 faculty invited. We noted a significant association in the competency of medical knowledge with progression from assistant to full professor, and we noted a trend toward significance in professionalism and progression from assistant to full professor. These objective measures of clinician development and competency suggest association with levels of academic career development by rank within the institution. Conclusions: This rubric can be helpful for directing faculty development and faculty mentorship. These milestones are general enough that other physician specialties may be able to adopt them for their own needs.
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Amir, Atikah Fukaihah, Ruwaidah Borhan, Helmi Hamzah, and Fatemeh Khozaei Ravari. "The Tree Performance and Physical Attributes Determination for Outdoor Student Education Learning Centre Project Proposal." Environment-Behaviour Proceedings Journal 7, no. 20 (July 6, 2022): 323–31. http://dx.doi.org/10.21834/ebpj.v7i20.3422.
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University students deserve proper outdoor learning centers to accelerate their academic development. However, dealing with dynamic physical outdoor elements, especially the existing tree species, is challenging in the design phase. Failing to understand their character and conditions will lead to design failures that involve losses of ecosystem benefits and ultimately have a negative impact on students' academic development. This research proposes composite maps by analyzing qualitative and quantitative data from physical attributes. The proposed overlayed composite maps present the association of comfort, movement, aesthetic, and social relation criteria for the outdoor student learning centres. Keywords: Plant Community, Plant Identification, Tree Conditions, Map Overlay eISSN: 2398-4287 © 2022. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v7i20.3422
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Degani, Gad, Dan Levanon, and Gregory Yom Din. "Academic Research, Higher Education, and Peripheral Development: The Case of Israel." Economies 9, no. 3 (August 27, 2021): 121. http://dx.doi.org/10.3390/economies9030121.
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The aims of this study are to identify possible socioeconomic impacts of MIGAL (Galilee Research Institute) and TH (Tel Hai Academic College) on the peripheral northeast’s development. We discuss the effects of academic research and institutions of higher education on mitigating differences between the center and the periphery of the country. MIGAL is a regional R&D center in the northeast peripheral region of Israel. An internationally recognized applied research institute, MIGAL specializes in biotechnology, computational sciences, plant sciences, precision agriculture, and environmental sciences, as well as food, nutrition, and health. Most of MIGAL’s researchers serve as the core faculty at TH. Despite the country’s small surface area, socioeconomic inequality in Israel is high by OECD standards, with wage differences between rich and poor regions reaching up to 400%. In this article, a new type of dataset for the study of the socioeconomic impact of academic research and higher education on peripheral development is proposed—the regional socioeconomic indices (SEIs). Data for MIGAL, TH, and the northeastern peripheral region were collected from the yearly reports of the two institutions and the Israel Central Bureau of Statistics. MIGAL was found to serve as a link between research, academic teaching, and socioeconomic development in the northeast periphery. Several variables related to this link and describing MIGAL–TH and northeastern periphery development were analyzed over time: MIGAL’s budget, total number of employees and number of employees with PhDs; number of TH graduate students; and the socioeconomic index (SEI) of the northeastern periphery and its position on the Israeli list of regional SEIs. The signs and significance levels of most of the trends indicate a potential socioeconomic impact of academic research and higher education on peripheral development in the northeast of the country. Research budgets and the creation of jobs for academics living in the region are just a few examples of this impact. The results of the study are useful for academics and policymakers in improvement of the contribution of academic research and higher education to the country’s economic and innovation development.
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Abdurazakova, Shekerkhanum T. "Education and science development in Dagestan in the 1940s-1950s." Vestnik of Kostroma State University, no. 4 (2019): 54–57. http://dx.doi.org/10.34216/1998-0817-2019-25-4-54-57.
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The article covers the development of science and education in Soviet Dagestan in 1940s-1950s. A special place is occupied by the activity of the Russian intelligentsia, leaving different Republics of the Union for Dagestan, those who have assisted in the process of training for science, education, medicine and culture in general. We trace the further expansion of the network of secondary and higher educational institutions in the Republic of Dagestan, as well as profiles of new specialties. Also we observe the opening of the Academic Research Centre, the first in that southern region.
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Christophersen, Edward R. "Career Development and Promotion in an Academic Health Center." Journal of Clinical Psychology in Medical Settings 24, no. 1 (February 22, 2017): 41–46. http://dx.doi.org/10.1007/s10880-017-9488-9.
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Plešivčák, Martin, and Ján Buček. "In the centre, but still on the periphery." International Journal of Social Economics 44, no. 11 (November 6, 2017): 1539–58. http://dx.doi.org/10.1108/ijse-01-2016-0023.
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Purpose Geographical disparities in the light of regional development constitute ever present issue affecting academic debates as well as decision process of policy makers also in the Central and East European countries, mainly during the last two decades. The purpose of this paper is to outline the economic development of one of the most underdeveloped regions in Slovakia, of Banská Bystrica, during the transformation stage of post-socialist societal development, with emphasis on the period after 2000, in the context of the economic performance related to other regions of the country. Design/methodology/approach For this purpose, several economic indicators (unemployment rate, vacancies, employment in economic sectors, wages, gross domestic product, foreign direct investment and housing construction) are utilised, whose common contribution to assessing the economic performance of a territorial system is secured by using the Technique for Order Preference by Similarity to Ideal Solution (TOPSIS) methodological approach. Thus, analytical part of the study stems from standard statistical data, enriched by 11 in-depth interviews conducted with stakeholders involved in socio-economic and political life of the region. Findings Of internal factors, innovation capacity of the region and supporting the business environment appear to be a key for its further economic development. Attractiveness for foreign direct investment as well as social cohesion of the EU are considered the crucial factors of regional development stemming from the external environment. Originality/value Using TOPSIS method and series of in-depth interviews with regional stakeholders the authors identified development prospects of underdeveloped Banská Bystrica region, in the context of opportunities and threats forming its presence in the near future.
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Marzuki, Mazdi, Muhammad Hasbi Abd Rahman, Khairul Gufran Kaspin, Mohamad Basri Jamal, Norshahrul Marzuki Mohd Nor, and Irma Wani Othman. "UNIVERSITY AS CENTRE OF GRADUATES’ AKHLAK EXCELLENCE." International Journal of Education, Psychology and Counseling 6, no. 39 (May 31, 2021): 90–100. http://dx.doi.org/10.35631/ijepc.639005.
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University is a final education place or destination for students before they walk into a real-world of jobs. However, recent statistics show unpleasant rising cases of white-collar criminals involving professionals and educated people including university graduates proven behavioural and moral crises among our community. This moral crisis also happened in university while students still studying. This can be regarded as moral corruption or leakage among graduates and this issue highly influences their lives. Therefore, the University as a center of excellence and a so-called “sacred place” in knowledge plays a very big role to produce smart graduates academically and morally sound. These smart graduates hence become the best human capital for themselves, the nation, and religions. There are multiple methods that can be implemented to produce a balance smart academic and moral student in university for the betterment of the country’s development in the future.